Abstract
The main objectives of this article are to reflect on the reception of Freinet pedagogy in Portugal, between the 1920s and the 1980s, to analyse how it was appropriated in different contexts of pedagogical renewal and to evaluate its contribution to the construction of a progressive pedagogical tradition. We begin by describing its appearance at the end of the New Education period, then highlighting its importance within the scope of alternative experiences developed from the 1950s onwards, and finally analysing its presence in the trajectory of the Modern School Movement, created in the mid-1960s, in which it maintained an indisputable centrality until the theoretical “displacement” operated in the 1980s. The perspective adopted is based on Cultural History and uses various sources, in particular articles from the pedagogical press and a set of works by Portuguese intellectuals from the field of education.
Keywords:
Freinet Pedagogy; New Education; Modern School Movement; Appropriation; Tradition of innovation